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MN StandardGradeBenchmarkStandardMosa Mack Unit
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6E.1.1.1.16Ask questions that arise from observations of patterns in the movement of night sky objects to test the limitations of a solar system model. (P: 1, CC: 1, CI: ESS1)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Sun-Earth System & Solar System Gravity
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6E.1.1.1.26Ask questions to examine an interpretation about the relative ages of different rock layers within a sequence of several rock layers. (P: 1, CC: 1, CI: ESS1)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Rock Cycle & Earth's History
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6E.1.1.1.36Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (P: 1, CC: 7, CI: ESS3)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Climate Change & Ecological Footprint
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6E.1.2.1.16Collect data and use digital data analysis tools to identify patterns to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.** (P: 3, CC: 2, CI: ESS2)1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.Weather
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6E.2.1.1.16Analyze and interpret data to determine similarities and differences among features and processes occurring on solar system objects. (P: 4, CC: 3, CI: ESS1)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Sun-Earth System & Solar System Gravity
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6E.2.1.1.26Analyze and interpret data on the distribution of fossils, rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. (P: 4, CC: 1, CI: ESS2)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Plate Tectonics
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6E.2.1.1.36Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.* (P: 4, CC: 1, CI: ESS3, ETS1)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Earthquakes & Volcanoes
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6E.3.1.1.16Develop and use scale models of solar system objects to describe the sizes of objects, the location of objects, and the motion of the objects; and include the role that gravity and inertia play in controlling that motion. (P: 2, CC: 3, CI: ESS1)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Sun-Earth System & Solar System Gravity
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6E.3.1.1.26Develop a model, based on observational evidence, to describe the cycling and movement of Earth’s rock material and the energy that drives these processes. (P: 2, CC: 5, CI: ESS2)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Rock Cycle & Earth's History
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6E.3.1.1.36Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. (P: 2, CC: 5, CI: ESS2)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Water Cycle
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6E.3.2.1.16Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. (P: 6, CC: 3, CI: ESS1)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Rock Cycle & Earth's History
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6E.3.2.1.26Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, or groundwater resources is the result of past geological processes. (P: 6, CC: 2, CI: ESS3)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Renewable Resources
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6E.3.2.1.36Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* (P: 6, CC: 2, CI: ESS3, ETS1)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Climate Change & Ecological Footprint
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6E.4.1.1.16Construct an argument, supported by evidence, for how geoscience processes have changed Earth’s surface at varying time and spatial scales. (P: 7, CC: 3, CI: ESS2)4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.Earthquakes & Volcanoes
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6E.4.2.2.16Communicate how a series of models, including those used by Minnesota American Indian Tribes and communities and other cultures, are used to explain how motion in the Earth-Sun-Moon system causes the cyclic patterns of lunar phases, eclipses and seasons. (P: 8, CC: 1, CI: ESS1)4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.Sun-Earth Moon - Not state specific to Minnesota American Indian Tribes
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7L.1.1.1.17Ask questions about the processes and outcomes of various methods of communication between cells of multicellular organisms. (P: 1, CC: 6, CI: LS1)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Cells
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7L.1.1.1.27Ask questions that arise from careful observations of phenomena or models to clarify and/or seek additional information about how changes in genes can affect organisms. (P: 1, CC: 6, CI: LS3)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Mutations
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7L.1.2.1.17Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. (P: 3, CC: 3, CI: LS1)1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.Cells
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7L.2.1.1.17Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.** (P: 4, CC: 2, CI: LS2)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Interaction of Organisms
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7L.2.1.1.27Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. (P: 4, CC: 1, CI: LS4)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Evidence of Evolution
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7L.2.1.1.37Analyze visual data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.** (P: 4, CC: 1, CI: LS4)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Evidence of Evolution
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7L.2.2.1.17Use an algorithm to explain how natural selection may lead to increases and decreases of specific traits in populations.** (P: 5, CC: 2, CI: LS4)2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.Selection & Adaptations
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7L.3.1.1.17Develop and use a model to describe the function of a cell as a whole and describe the way cell parts contribute to the cell’s function. (P: 2, CC: 6, CI: LS1)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Cells
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7L.3.1.1.27Develop and use a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. (P: 2, CC: 5, CI: LS1)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Photosynthesis
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7L.3.1.1.37Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (P: 2, CC: 5, CI: LS2)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Biodiversity
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7L.3.1.1.47Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (P: 2, CC: 2, CI: LS3)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Cells
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7L.3.2.1.17Construct an explanation based on evidence for how environmental and genetic factors influence the growth of organisms and/or populations. (P: 6, CC: 2, CI: LS1, ETS2)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Genetics vs. Environment
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7L.3.2.1.27Construct an explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (P: 6, CC: 2, CI: LS1)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Photosynthesis
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7L.3.2.1.37Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (P: 6, CC: 1, CI: LS4)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Evidence of Evolution
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7L.3.2.1.47Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. (P: 6, CC: 2, CI: LS4)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.Selection & Adaptations
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7L.4.1.1.17Support or refute an explanation by arguing from evidence for how the body is a system of interacting subsystems composed of groups of cells. (P: 7, CC: 4, CI: LS1)4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments.Interaction of Body Systems
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7L.4.1.1.27Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction. (P: 7, CC: 2, CI: LS1)4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.Selection & Adaptations
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7L.4.1.2.17Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.* (P: 7, CC: 7, CI: LS2)4.1.2 Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.*Biodiversity
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7L.4.1.2.27Evaluate competing design solutions for maintaining biodiversity or ecosystem services.* (P: 7, CC: 2, CI: LS2, ETS2)4.1.2 Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.*Biodiversity
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7L.4.2.2.17Gather multiple sources of information and communicate how Minnesota American Indian Tribes and communities and other cultures use knowledge to predict or interpret patterns of interactions among organisms across multiple ecosystems. (P: 8, CC: 1, CI: LS2, ETS2)4.2.2 Students will be able to gather information about and communicate the methods that are used by various cultures, especially those of Minnesota American Indian Tribes and communities, to develop explanations of phenomena and design solutions to problems.Interaction of Organisms - Not state specific to Minnesota American Indian Tribes
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8P.1.1.1.18Ask questions about locations of common elements on the periodic table to note patterns in the properties of similarly grouped elements. (P: 1, CC: 1, CI: PS1)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Atoms & Molecules
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8P.1.1.1.28Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (P: 1, CC: 2, CI: PS2)1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read.Electricity & Magnetism
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8P.1.2.1.18Plan and conduct an investigation of changes in pure substances when thermal energy is added or removed and relate those changes to particle motion. (P: 3, CC: 2, CI: PS1)1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.States of Matter
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8P.1.2.1.28Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (P: 3, CC: 7, CI: PS2)1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.Force & Motion
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8P.1.2.1.38Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. (P: 3, CC: 2, CI: PS2)1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.Force & Motion
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8P.1.2.1.48Plan and conduct an investigation to determine how the temperature of a substance is affected by the transfer of energy, the amount of mass, and the type of matter. (P: 3, CC: 2, CI: PS3)1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena.Thermal Energy
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8P.2.1.1.18Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (P: 4, CC: 1, CI: PS1)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Chemical & Physical Changes
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8P.2.1.1.28Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass and speed of an object. (P: 4, CC: 3, CI: PS3)2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables.Force & Motion
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8P.2.2.1.18Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (P: 5, CC: 1, CI: PS4)2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.Waves
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8P.2.2.1.28Create a computer program to illustrate the transfer of energy within a system where energy changes form.** (P: 5, CC: 7, CI: PS3)2.2.1 Students will be able to use mathematics to represent physical variables and their relationships, compare mathematical expressions to the real world, and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds.Not specifically addressed
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8P.3.1.1.18Develop models to describe the atomic composition of simple molecules and crystals. (P: 2, CC: 3, CI: PS1)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Atoms & Molecules
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8P.3.1.1.28Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (P: 2, CC: 5, CI: PS1)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Chemical & Physical Changes
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8P.3.1.1.38Develop and revise a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (P: 2, CC: 5, CI: PS3)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Potential & Kinetic Energy
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8P.3.1.1.48Develop and use a model to qualitatively describe that waves are reflected, absorbed, or transmitted through various materials. (P: 2, CC: 4, CI: PS4)3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others.Waves
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8P.3.2.1.18Construct an explanation based on evidence and scientific principles of a common phenomenon that can be explained by the motions of molecules. (P: 6, CC: 3, CI: PS1)3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others.States of Matter
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8P.3.2.2.18Construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.* (P: 6, CC: 5, CI: PS1, ETS1)3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*Thermal Energy
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8P.3.2.2.28Design a solution to a problem involving the motion of two colliding objects using Newton’s 3rd Law.* (P: 6, CC: 4, CI: PS2, ETS1)3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*Force & Motion
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8P.3.2.2.38Design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* (P: 6, CC: 5, CI: PS3, ETS1)3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.*Thermal Energy
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8P.4.1.1.18Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (P: 7, CC: 3, CI: PS2)4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.Force & Motion
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8P.4.1.1.28Compare and evaluate evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (P: 7, CC: 5, CI: PS3)4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counterarguments.Thermal Energy
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8P.4.2.1.18Gather and evaluate information from multiple sources to describe that synthetic materials come from natural resources and impact society. (P: 8, CC: 6, CI: PS1)4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.Chemical & Physical Changes
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8P.4.2.1.28Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.** (P: 8, CC: 6, CI: PS4)4.2.1 Students will be able to read and interpret multiple sources to obtain information, evaluate the merit and validity of claims and design solutions, and communicate information, ideas, and evidence in a variety of formats.Waves
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